Debates Sample Clauses

Debates. 1 Delegates may not take the floor until they have been given permission to do so by the Chairman of the meeting. They shall be urged to speak slowly and distinctly. The Chairman shall afford delegates the possibility of freely and fully expressing their views on the subject discussed, so long as that is compatible with the normal course of the debate.
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Debates a working paper that presents one or more original ideas that are open to feedback from the readers; a real case study discussing potential ELSEC-AI issues; a domain-specific concept explained by relevant experts or blurred notions explained from different disciplinary perspectives. For the first issue of OSAI, the working paper is contributed by Xxxxxxx Xxxxxx, professor at the University of Eindhoven, and a partner in AI4EU project (WP5).
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Debates. Formats can range from formal presentation of opposing sides to less formal situations where the presentation of arguments for both sides serves as the basis for discussion in class. (Xxxxxxx & Xxxxx, 1991) For this method, we will specifically discuss debates in large lecture classes. Xxxxxxxxx (1986) came up with several ideas that make it possible for the instructor to use this method without losing too much control and that leads to increased student participation and engagement. One of them is to split the students into two teams and to let each team defend a point of view on the issue or to let the students prepare their point of view, so that they can choose on which side they are. The instructor then lets both sides explain for example five statements, possibly followed by some disproof. Afterwards the whole process can be repeated before an actual summary is reached. This summary can be obtained by choosing some volunteers who will summarize the statements that were made on each side. If students do not want to choose between two sides, it is possible to create a middle ground and also ask them to defend it.
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Debates. GET xxxx://xxxxxx/xxxxxx Returns a list of all the debates on the server. • GET xxxx://xxxxxx/xxxxxx/xx Returns a JSON record, i.e. "object", with information about the debate with the given id. • POST xxxx://xxxxxx/xxxxxx Creates a new debate by setting up and initializing a new database for the debate. Metadata about the debates is stored in an extra debate database. • PUT xxxx://xxxxxx/xxxxxx/xx Updates the metadata about the selected debate. The metadata is passed to the server in a JSON table in the body of the request. Note: Currently, no command is offered for deleting debates. One is planned, but we first want to design a method for backing up the databases so they can be retrieved, in case they were deleted by mistake.
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Debates. Students can effectively use their critical thinking skills through dialog (Socratic methods), flipped learning, debate, and other educational activities, problem-based learning, and collaborative group work. (Xxxx & Xxxx, 2014; Xxxxxxxxxx et al, 2018; Xxxxxxxxx- Xxxx & Xxxxxxxxx-Xxxxxxxxx, 2021; Xxxxx et al, 2018; Xxxxxxxxxxx et al, 2020). Among them, the debate is a commonly used method, especially in social science-related courses in universities. This strategy provides contrasting viewpoints on a specific topic in an organized manner. According to Xxxxx (1995), "Debates encourage critical thinking by requiring students to evaluate opposing viewpoints and make informed judgments based on evidence and logical reasoning" (p. 53). It invites participants to publicly discuss and critique the benefits and drawbacks of various topics. Debaters must persuade others to support themselves in debate activities, which advances their comprehension of topics and improves self-reflection (Xxxxxxx, 1992). Debaters were also supposed to be able to identify the weaknesses in their arguments by facing intellectual conflicts and resolving disagreements to reach a consensus (Xxxxxx, 2001). According to Xxxxxxxx and Xxxxx (1991), debate is a method for critical thinking, which involves obtaining and analyzing information. A debater learns to be skeptical of claims. A good debater understands how to acknowledge and dispel opposition to a position and that there are other sides to problems and topics. Learning argumentation and participating in debates are highly valuable and relevant for developing abilities such as analysis, critical thinking, organizational competency, problem solving, research ability, and confidence in presentation (Church, 1991). Church (1991) not only actively supports the previous conclusions, they also broaden the advantages of debate relative to time (p. 7). Moreover, debates, project-based learning, Socratic or higher-order questioning, role-playing, and various engagement technologies are just a few of the methods that McCombs and Xxxxxx (2007) list as strategies to promote critical thinking.
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Debates about the usefulness of the concept: Finally there is some debate about the usefulness of the concept. For example, Xxxxxxx and Marchington (1998) argue that the psychological contract concept has been useful in capturing the complex changes at work in times of uncertainly. It acts as an organization wide framework of analysis and captures concerns over new employment practices. However, Guest (1998) argues that it is operationalised to include so many different psychological variables, with very little known about the relationships between them, that the psychological contract becomes an analytic nightmare. Guest and Xxxxxx (1998) suggest that it is best viewed as a useful metaphor for helping make sense of the state of the employment relationship and plotting significant changes in this relationship. They use the notion as a tool for change for practitioners by referring to the goal of healthy psychological contracts- reflecting a range of management practices which they argue will lead to improved employee motivation and commitment. Debates about the usefulness of the concept also focus on measurement issues. As research has tended to focus on the use of the concept of the psychological contract for explaining research findings, or for informing management practice less attention has been paid, to date, to explicitly considering how the concept is to be measured, (Xxxxxxxx, 1997). Often the psychological contract is measured indirectly, for example via commitment and loyalty, which is contentious, or in terms of contract breach (eg Kickul, 2001; Kic kul, Xxxxxx, Xxxxxx & Xxxxx, 2001). Some recent research has devised measures in which, the content of the psychological contract is typically broken down into various objective and subjective components which are then measured on survey questionnaires. For example, Xxxxxxxx, Xxxxxxx and Xxxxx (2001) measured the promises and commitments perceived to have been made by organizations and the obligations which employees perceive they have made. Other research, especially on work-family issues, takes a more qualitative approach to this subjective concept. However, there remains a lack of agreement about how the psychological contract should be measured. In conclusion on the state of the body of knowledge, the concept of the psychological contract has attracted considerable academic and management interest and is currently utilized in a variety of ways in a wide range of situations. Recent debates about the salie...
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